Advanced Content Coverage at Kindergarten: Are There Trade-Offs between Academic Achievement and Social-Emotional Skills?

Autor/inn/en	Le, Vi-Nhuan; Schaack, Diana; Neishi, Kristen; Hernandez, Marc W.; Blank, Rolf
Titel	Advanced Content Coverage at Kindergarten: Are There Trade-Offs between Academic Achievement and Social-Emotional Skills?
Quelle	In: American Educational Research Journal, 56 (2019) 4, S.1254-1280 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831218813913
Schlagwörter	Kindergarten; Academic Achievement; Early Childhood Teachers; Achievement Gains; Social Development; Emotional Development; Interpersonal Competence; Reading Achievement; Mathematics Achievement; Attention Control; Student Behavior; Longitudinal Studies; Surveys; Outcomes of Education; Public Schools; Difficulty Level; Young Children; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Schulleistung; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Achievement gain; Leistungssteigerung; Soziale Entwicklung; Gefühlsbildung; Interpersonale Kompetenz; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Aufmerksamkeitstest; Student behaviour; Schülerverhalten; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Survey; Umfrage; Befragung; Lernleistung; Schulerfolg; Public school; Öffentliche Schule; Schwierigkeitsgrad
Abstract	Policymakers have advocated academic skills building at kindergarten as a way of improving student achievement. However, early childhood educators have concerns with this policy as gains in achievement may come at the expense of children's social-emotional skills. Using a nationally representative data set of kindergartners, we find that advanced academic content, defined as academic skills typically taught at a higher grade, was associated not only with improved math and English/language arts achievement but also with improved social-emotional outcomes. Greater exposure to advanced content was associated with better interpersonal skills, better approaches to learning, better attentional focus, and lower externalizing behaviors. The results suggest that advanced academic content can be taught without compromising children's social-emotional skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01